Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...Juho Kim
Millions of learners today use how-to videos to master new skills in a variety of domains. But browsing such videos is often tedious and inefficient because video player interfaces are not optimized for the unique step-by-step structure of such videos. This research aims to improve the learning experience of existing how-to videos with step-by-step annotations.
We first performed a formative study to verify that annotations are actually useful to learners. We created ToolScape, an interactive video player that displays step descriptions and intermediate result thumbnails in the video timeline. Learners in our study performed better and gained more self-efficacy using ToolScape versus a traditional video player.
To add the needed step annotations to existing how-to videos at scale, we introduce a novel crowdsourcing workflow. It extracts step-by-step structure from an existing video, including step times, descriptions, and before and after images. We introduce the Find-Verify-Expand design pattern for temporal and visual annotation, which applies clustering, text processing, and visual analysis algorithms to merge crowd output. The workflow does not rely on domain-specific customization, works on top of existing videos, and recruits untrained crowd workers. We evaluated the workflow with Mechanical Turk, using 75 cooking, makeup, and Photoshop videos on YouTube. Results show that our workflow can extract steps with a quality comparable to that of trained annotators across all three domains with 77% precision and 81% recall.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...Juho Kim
Millions of learners today use how-to videos to master new skills in a variety of domains. But browsing such videos is often tedious and inefficient because video player interfaces are not optimized for the unique step-by-step structure of such videos. This research aims to improve the learning experience of existing how-to videos with step-by-step annotations.
We first performed a formative study to verify that annotations are actually useful to learners. We created ToolScape, an interactive video player that displays step descriptions and intermediate result thumbnails in the video timeline. Learners in our study performed better and gained more self-efficacy using ToolScape versus a traditional video player.
To add the needed step annotations to existing how-to videos at scale, we introduce a novel crowdsourcing workflow. It extracts step-by-step structure from an existing video, including step times, descriptions, and before and after images. We introduce the Find-Verify-Expand design pattern for temporal and visual annotation, which applies clustering, text processing, and visual analysis algorithms to merge crowd output. The workflow does not rely on domain-specific customization, works on top of existing videos, and recruits untrained crowd workers. We evaluated the workflow with Mechanical Turk, using 75 cooking, makeup, and Photoshop videos on YouTube. Results show that our workflow can extract steps with a quality comparable to that of trained annotators across all three domains with 77% precision and 81% recall.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
Web conferencing is used to conduct live meetings, training, or presentations via the Internet. In a web conference, each participant sits at his or her own computer and is connected to other participants via the internet.
24. Prof. Development Series Calendar January 2003 Monday Tuesday Wednesday Thursday Friday 6 7 Access - All About Tables Access - Designing Reports 8 Planning & Organ. of Web Pages Introduction to AGNR Web Tools 9 Writing for Your Audience WWF Smackdown! Design 10 Introduction to HTML - Create Web Pages with HTML Code 13 Introduction to Netscape Email 14 PowerPoint - Basic Techniques PowerPoint – Interactive Techniq. 15 Overview of Digital Photography Photoshop Tips and Tricks 16 17 Electronic Library Databases Introduction to Dreamweaver 20 21 Using Corporate Time on the Web Introduction to Netscape Email 22 WWF Smackdown! Design 23 Photoshop Tips and Tricks Overview of Digital Photography 24 Access - Designing Reports Access - All About Tables 27 PowerPoint - Basic Techniques PowerPoint – Interactive Techniq. 28 Videoconferencing - Basic Skills and Tools 29 30 Adv. Web Template Tips & Tricks 31
25.
26. The Sweet Spot ISD - Instructional Systems Development Sound Videoconferencing Practices Project Management Sweet Spot
41. Tech Support Project Management Instructional Systems Development Learners Technology Realistic Expectations Instructor(s) Evaluation Sound Videoconferencing Practices Contingency Plan Network Infrastructure Tech Support
B Multi-point conferencing can be effective although the scheduling, technical, and logistical dimensions of MCU conferences can be imposing. AGNR has two different capabilities of participating in multipoint conferences Utilize a bridge maintained by the USM Office of Information Technology Some of the Polycom units (Gudelsky Center, LESREC, UMD - Plant Sciences, and UMES) include four point MCU functionality
B
B Additional Uses: Informal work sessions Alumni relations Question and answer sessions Others?
B Paradign Shift
E DL Specialists – Integrate new and emerging technologies into teaching and research Traditional and distance learning environments Online environments – WebCT, Web Conferencing, Videoconferencing
E
E Logistics – preferred time of year (month, time of day, day of week), locations Learner preferences – classroom model versus online
E
E
E
B
B
B
B
B
B
B First two – globally , out of class Last three bullets – in class Good general techniques, some specific to videoconferencing to help develop buy-in from the start
B
B
B
E Consider local learning environment – spatial orientation Example (When users in College Park were remote to the PowerPoint class taught from the Wye) Patience of the responses form the remote learners
E
E
E
E Facilitators – scheduling, access to room, distribution of learning resources
E Assessment questions to help determine if “leveling” is being accomplished
B
B Other worst case scenarios: Weather Unprepared instructors Last minute scheduling issues Absentee instructor Have redundancy built-in